Induction Key Roles and Responsibilities

• Monitoring support of the ECT - checking that the ECT is receiving their statutory entitlements, and that regard is had to the statutory guidance. Providing ECF fidelity checks, ensuring schools are supported to provide the ECT with an ECF-based induction.

• Monitoring assessment of the ECT - making the final decision as to whether the ECT has satisfactorily met the Teachers' Standards, and therefore successfully completed induction, based on the headteacher's recommendation. Reporting the completion of induction to the Teaching Regulation Agency.

• Engage with the Early Career Framework (ECF) - participate fully with the ECF-based induction programme and all training requirements associated with it, meeting with their Mentor and Induction Tutor as required. 

• Continue to meet the Teachers' Standards - demonstrate evidence of progress against the Teachers' Standards. Keep track of and participate effectively in scheduled classroom observations, progress reviews and formal assessment meetings.

• Assess the ECT against the Teachers' Standards - observe the ECT formally at least once per half term, meet with the ECT at least termly, complete progress reviews and formal assessments throughout the induction period. 

• Co-ordinate support and guidance for the ECT - ensure the ECT is engaging with an ECF-based programme and any other school-specific professional development opportunities, take prompt action when an ECT is having difficulties, participate in Induction Tutor training with the Appropriate Body, update the Appropriate Body regularly with any issues or queries regarding the ECT.

In the majority of cases it would be expected that an ECT has a separate Mentor and Induction Tutor undertaking these roles independently from each other. Where a school feels they are unable to provide this they must contact the Appropriate Body immediately.

In some cases, where a school or MAT has multiple Induction Tutors due to a large number of ECTs, an Induction Lead may be required to co-ordinate and quality assure the work of the Induction Tutors. The Induction Lead can also act as an Induction Tutor.

Support the ECT with the ECF-based induction programme - participate in ECF Mentor training, carry out weekly (Year 1) or fortnightly (Year 2) mentor meetings with the ECT using ECF-based materials, support the ECT with their ECF-based learning, take prompt action where an ECT is having difficulties by reporting to the Induction Tutor. 

In the majority of cases it would be expected that an ECT has a separate Mentor and Induction Tutor undertaking these roles independently from each other. Where a school feels they are unable to provide this they must contact the Appropriate Body immediately.

• Provide a suitable post for induction - ensure the ECT's post and responsibilities comply with the statutory requirements for induction. Headteacher's have overall responsibility for the monitoring, support and assessment of the ECT during induction.

• Make recommendations to the Appropriate Body regarding the ECT's performance - make a recommendation to the Appropriate Body on whether the ECT’s performance against the Teachers’ Standards is satisfactory or requires an extension.

Should ensure compliance with the requirement to have regard to the statutory guidance, including:

• be satisfied that the school has the capacity to support ECTs
• ensure the Headteacher/Principal is fulfilling their responsibilities
• investigate concerns raised by an ECT as part of the schools grievance procedure
• seek guidance from the Appropriate Body on the quality of the schools induction arrangements
• request general reports on the progress of an ECT (note, the Governing Body is not automatically entitled to access individual ECT reports except where a grievance has been raised about a particular assessment via the schools grievance procedure)